Standards: _ Technology Standards G9-12: 1.32 Identify technology tools (e.g., authoring tools) that can be used to create a multimedia product. G9-12: 1.33 Use a variety of applications to plan, create, and edit multimedia products (e.g., slide presentations, videos, animations, simulations, podcasts). G9-12: 1.34 Link information residing in different applications (e.g., linking a chart in a word-processing document to the spreadsheet where it was created). G9-12: 1.27 Use search engines and online directories. Explain the differences among various search engines and how they rank results. Research G9-12: 3.1 G9-12: 3.2 G9-12: 3.3 G9-12: 3.4 Problem Solving Devise and demonstrate strategies for efficiently collecting and organizing information from electronic sources. Compare, evaluate, and select appropriate electronic resources to locate specific information. Select the most appropriate search engines and directories for specific research tasks. Search for information within an electronic source (e.g., using the find command).
ELA Frameworks Key Ideas and details 1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. INtegrations of Knowledge and Ideas 7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
Mastery/Thinking Objectives Students will be able to... -Understand & discuss the concept of IBL with peers -Develop ideas for IBL in a mind-map -Complete a IBL Contract
Outcomes/Assessment Students will produce a mind-map of ideas for IBL Students will complete a IBL Contract
Preview/Do Now Students will be given an excerpt from The Soloist. They be asked to read and circle/underline interesting terms or ideas. Directions: Please read the following excerpt and annotate the following: (1) What do you know about this subject? (2) What would you like to know about this subject?
Once the students have finished, have them share with a partner what term was selected and the notes they took. Once all have finished, tell them to put aside the reading (we will be returning to it shortly).
Direct Instruction/Modeling/Class Notes 1. Introduction to Inquiry Based Learning Inform the students that the focus of the lesson is a new term, Inquiry Based Learning. Have the student use Vocabulary.com or Visualthesaurus.com to research the word "inquiry." Once the students have completed this, have them work in pairs to come up with their own definition. Ask for student to volunteer definitions.
2. Adding to the definition On the board, add 'Based Learning' to Inquiry and proceed to show the following definition: IBL #1: research based strategies that actively involes students in the exploration of the content, issues, and questions surrounding a topic. IBL #2: "Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning." Individuals carry on the process of inquiry from the time they are born until they die. This is true even though they might not reflect upon the process. Infants begin to make sense of the world by inquiring. From birth, babies observe faces that come near, they grasp objects, they put things in their mouths, and they turn toward voices. The process of inquiring begins with gathering information and data through applying the human senses -- seeing, hearing, touching, tasting, and smelling.
In notebooks, have the students write the above definitions and then have them paraphrase each into their own words. Discuss.
3. A Video Explanation Once key terms have been established, play the following video. Before the video is played, inform the students that we will be discussing evidence the video present of IBL.
Once the class has watched the video, I will explain to them the Inquiry Process. I will model the process with the topic of Skid Row (see map below). Once we have completed the class model, stduent will begin to complete their map (see blank template map).
Closure-Sharing/Debriefing/Assessment At the end of each lesson, studenst will (1) reflect on what he/she has learned about the inquiry process and (2) review what was produced on the mind map with a partner. Homework For each night, homework will entail: 1. What do you hope to learn about your topic? 2. What do you need to have in place to accomplish your goal?
Topic: Inquiry Based Learning
Standards: _
Technology Standards
G9-12: 1.32 Identify technology tools (e.g., authoring tools) that can be used to create a multimedia product.
G9-12: 1.33 Use a variety of applications to plan, create, and edit multimedia products (e.g., slide presentations, videos, animations, simulations, podcasts).
G9-12: 1.34 Link information residing in different applications (e.g., linking a chart in a word-processing document to the spreadsheet where it was created).
G9-12: 1.27 Use search engines and online directories. Explain the differences among various search engines and how they rank results.
Research
G9-12: 3.1
G9-12: 3.2 G9-12: 3.3 G9-12: 3.4
Problem Solving
Devise and demonstrate strategies for efficiently collecting and organizing information from electronic sources.
Compare, evaluate, and select appropriate electronic resources to locate specific information. Select the most appropriate search engines and directories for specific research tasks. Search for information within an electronic source (e.g., using the find command).
ELA Frameworks
Key Ideas and details
1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
INtegrations of Knowledge and Ideas
7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
Mastery/Thinking Objectives
Students will be able to...
-Understand & discuss the concept of IBL with peers
-Develop ideas for IBL in a mind-map
-Complete a IBL Contract
Outcomes/Assessment
Students will produce a mind-map of ideas for IBL
Students will complete a IBL Contract
Preview/Do Now
Students will be given an excerpt from The Soloist. They be asked to read and circle/underline interesting terms or ideas.
Directions: Please read the following excerpt and annotate the following: (1) What do you know about this subject? (2) What would you like to know about this subject?
Once the students have finished, have them share with a partner what term was selected and the notes they took. Once all have finished, tell them to put aside the reading (we will be returning to it shortly).
Direct Instruction/Modeling/Class Notes
1. Introduction to Inquiry Based Learning
Inform the students that the focus of the lesson is a new term, Inquiry Based Learning. Have the student use Vocabulary.com or Visualthesaurus.com to research the word "inquiry." Once the students have completed this, have them work in pairs to come up with their own definition. Ask for student to volunteer definitions.
2. Adding to the definition
On the board, add 'Based Learning' to Inquiry and proceed to show the following definition:
IBL #1: research based strategies that actively involes students in the exploration of the content, issues, and questions surrounding a topic.
IBL #2: "Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning." Individuals carry on the process of inquiry from the time they are born until they die. This is true even though they might not reflect upon the process. Infants begin to make sense of the world by inquiring. From birth, babies observe faces that come near, they grasp objects, they put things in their mouths, and they turn toward voices. The process of inquiring begins with gathering information and data through applying the human senses -- seeing, hearing, touching, tasting, and smelling.
In notebooks, have the students write the above definitions and then have them paraphrase each into their own words. Discuss.
3. A Video Explanation
Once key terms have been established, play the following video. Before the video is played, inform the students that we will be discussing evidence the video present of IBL.
IBL Video
Guided Practice & Independent Work
Once the class has watched the video, I will explain to them the Inquiry Process. I will model the process with the topic of Skid Row (see map below). Once we have completed the class model, stduent will begin to complete their map (see blank template map).
Closure-Sharing/Debriefing/Assessment
At the end of each lesson, studenst will (1) reflect on what he/she has learned about the inquiry process and (2) review what was produced on the mind map with a partner.
Homework
For each night, homework will entail:
1. What do you hope to learn about your topic?
2. What do you need to have in place to accomplish your goal?